భౌతిక గణితం

Theoretical-Empirical Fundamentals of Programa Evolutivo Instruccional Para Matematicas (PEIM)

Abstract

Bermejo Vicente*, Pilar Ester and Isabel Morales

PEIM (Programa Evolutivo Instruccional Para Matemáticas) is a constructivist intervention program intended for improving students’ mathematical skills. It is based on four fundamental pillars: Students are the protagonists of the classroom and construct their own mathematical knowledge. The teacher guides and facilitates students’ mathematical knowledge construction. He is a great connoisseur and respects the students’ process followed to learn each of the most significant school mathematical contents i.e., strategies, errors, etc. The use of individual mathematical profiles turns out to be very useful. Mathematical contents should be selected and sequenced according to their difficulty, avoiding, as much as possible, the rote and mechanical tasks and always looking for meaningful situations for students. Finally, the classroom climate must be constructivist, highlighting each student’s cooperative work and independence in the construction of their own knowledge and using materials that facilitate their learning process. The implementation of PEIM highlights its effectiveness not only in solving problems, but also in choosing more advanced strategies to solve problems and notoriously reducing the conceptual errors. It should also be noted that students’ mathematical performance appears in relation with the teacher’s level of acceptance and application of the constructivist approach in the classroom.